Latin k10 Syllabus

Latin
K–10
Syllabus
June 2003
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June 2003
ISBN 1 7409 9336 5
2003373
Contents
1 Introduction ................................................................................................................5
1.1 The K–10 Curriculum.....................................................................................5
1.2 Students with Special Education Needs .........................................................6
2 Rationale.....................................................................................................................8
3 The Place of the Latin K–10 Syllabus in the Languages K–12 Curriculum ..............9
4 Aim ...........................................................................................................................12
5 Objectives .................................................................................................................13
6 Outcomes..................................................................................................................14
7 Content .....................................................................................................................17
7.1 Organisation of Content................................................................................17
7.2 Content for Stage 1 (including Early Stage 1)..............................................22
7.3 Content for Stage 2 .......................................................................................25
7.7 Content for Stage 5 Extension ......................................................................38
7.8 Grammar .......................................................................................................41
7.9 Vocabulary....................................................................................................47
8 Life Skills Outcomes and Content............................................................................52
8.1 Outcomes ......................................................................................................52
8.2 Content..........................................................................................................53
9 Continuum of Learning in Latin K–10.....................................................................57
9.1 Stage Statements...........................................................................................57
10 Assessment ...............................................................................................................60
10.1 Standards ......................................................................................................60
10.2 Assessment for Learning ..............................................................................60
10.3 Reporting ......................................................................................................62
10.4 Choosing Assessment Strategies ..................................................................63
11 Glossary....................................................................................................................65
Latin K–10 Syllabus
1 Introduction
1.1 The K–10 Curriculum
This syllabus has been developed within the parameters set by the Board of Studies NSW in
its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and
curriculum requirements are designed to provide educational opportunities that:
• engage and challenge all students to maximise their individual talents and capabilities for
lifelong learning
• enable all students to develop positive self-concepts and their capacity to establish and
maintain safe, healthy and rewarding lives
• prepare all students for effective and responsible participation in their society, taking
account of moral, ethical and spiritual considerations
• encourage and enable all students to enjoy learning, and to be self-motivated, reflective,
competent learners who will be able to take part in further study, work or training
• promote a fair and just society that values diversity
• promote continuity and coherence of learning, and facilitate the transition between
primary and secondary schooling.
The framework also provides a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes essential for all students to succeed in and beyond
their schooling. These broad learning outcomes indicate that students will:
• understand, develop and communicate ideas and information
• access, analyse, evaluate and use information from a variety of sources
• work collaboratively to achieve individual and collective goals
• possess the knowledge and skills necessary to maintain a safe and healthy lifestyle
• understand and appreciate the physical, biological and technological world and make
responsible and informed decisions in relation to their world
• understand and appreciate social, cultural, geographical and historical contexts, and
participate as active and informed citizens
• express themselves through creative activity and engage with the artistic, cultural and
intellectual work of others
• understand and apply a variety of analytical and creative techniques to solve problems
• understand, interpret and apply concepts related to numerical and spatial patterns,
structures and relationships
• be productive, creative and confident in the use of technology and understand the impact
of technology on society
• understand the work environment and be equipped with the knowledge, understanding and
skills to evaluate potential career options and pathways
• develop a system of personal values based on their understanding of moral, ethical and
spiritual matters.
The ways in which learning in the Latin K–10 Syllabus contributes to the curriculum and to
the student’s achievement of the broad learning outcomes are outlined in the syllabus
rationale.
In accordance with the K–10 Curriculum Framework, the Latin K–10 Syllabus takes into
account the diverse needs of all students. It identifies essential knowledge, understanding,
skills, values and attitudes. It enunciates clear standards of what students are expected to
know and be able to do in K–10. It provides structures and processes by which teachers can
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provide continuity of study for all students, particularly to ensure successful transition
through Years 5 to 8 and from Years 10 to 11.
The syllabus also assists students to maximise their achievement in Latin through the
acquisition of additional knowledge, understanding, skills, values and attitudes. It contains
advice to assist teachers to program learning for those students who have gone beyond
achieving the outcomes through their study of the essential content.
1.2 Students with Special Education Needs
In the K–6 curriculum, students with special education needs are provided for in the following
ways:
• through the inclusion of outcomes and content in syllabuses which provide for the full
range of students
• through the development of additional advice and programming support for teachers to
assist students to access the outcomes of the syllabus
• through the development of specific support documents for students with special
education needs
• through teachers and parents planning together to ensure that syllabus outcomes and
content reflect the learning needs and priorities of students.
Students with special education needs build on their achievements in K–6 as they progress
through their secondary study and undertake courses to meet the requirements for the School
Certificate.
It is necessary to continue focusing on the needs, interests and abilities of each student when
planning a program for secondary schooling. The program will comprise the most appropriate
combination of courses, outcomes and content available.
Life Skills
For most students with special education needs, the outcomes and content in sections 6 and 7
of this syllabus will be appropriate but for a small percentage of these students, particularly
those with an intellectual disability, it may be determined that these outcomes and content are
not appropriate. For these students the Life Skills outcomes and content in section 8 and the
Life Skills assessment advice below can provide the basis for developing a relevant and
meaningful program.
Access to Life Skills outcomes and content in Years 7–10

A decision to allow a student to access the Latin Years 7–10 Life Skills outcomes and content
should include parents/carers and be based on careful consideration of the student’s
competencies and learning needs.
The decision should establish that the outcomes and content in sections 6 and 7 of the Latin
K–10 Syllabus are not appropriate to meet the needs of the student. Consideration should be
given to whether modifications to programs and to teaching, including adjustments to learning
activities and assessment, would enable the student to access the syllabus outcomes and
content.
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As part of the decision to allow a student to access the Latin Years 7–10 Life Skills outcomes
and content, it is important to identify strategies and resource requirements that will assist in
the learning process. Clear time frames and strategies for monitoring progress, relevant to the
age of the student, need to be identified and collaborative plans should be made for future
needs.
It is not necessary to seek permission of the Office of the Board of Studies for students to
undertake the Latin Years 7–10 Life Skills outcomes and content, nor is it necessary to submit
planning documentation.
Life Skills assessment

Each student undertaking a Latin Years 7–10 Life Skills course will have specified outcomes
and content to be studied. The syllabus content listed for each outcome forms the basis of
learning opportunities for students.
Assessment should provide opportunities for students to demonstrate achievement in relation

to the outcomes and to generalise their knowledge, understanding and skills across a range of
situations or environments including the school and the wider community.
Students may demonstrate achievement in relation to Latin Years 7–10 Life Skills outcomes
independently or with support. The type of support will vary according to the particular needs
of the student and the requirements of the activity. Examples of support may include:
• the provision of extra time
• physical and/or verbal assistance from others
• the provision of technological aids.
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2 Rationale
‘… achieving proficiency in other languages is one of the great learning

experiences in the human condition … the compelling reasons for
learning languages reside in the intellectual enrichment of the individual
learner – a better understanding of the world, Australia’s place in it, and
the many communities within Australia.’ (Australian Language and
Literacy Council, 1996, Language Teachers: The Pivot of Policy,
Australian Government Publishing Service, Canberra, p 3)
The study of languages provides opportunities for students to become more accepting of
diversity, more respectful of others and more aware of their place in the international
community.
Contemporary research and practice have established a clear link between the learning of
languages and improved literacy skills. Even limited experience of language learning is
shown to increase metalinguistic awareness and enhance general cognitive development.
The process of teaching and learning languages focuses on linguistic systems and patterns.
The need to move between linguistic systems assists students to develop enhanced mental
dexterity. The study of an inflected language enables students to demonstrate precision of
thought and clarity of expression and to develop skills in critical and analytical thinking. The
satisfaction of engaging with the study of Latin will contribute to a student’s intellectual
enrichment.
Students’ knowledge of the development of language and literature, and their appreciation of
ancient and modern cultures and civilisations, are enhanced by the study of classical
languages.
The language of this syllabus is the Latin spoken and written by the Roman people who
established an empire that encompassed the Mediterranean region, Europe and the Middle
East from about 100 BC. This language has had a profound impact on the vocabulary and
grammar of European languages, as well as on the culture, literature and institutions of
communities around the world.
Latin can be seen as the key to the Romance languages – French, Italian, Portuguese,
Romanian and Spanish – which derive most of their vocabulary and many grammatical
features from Latin. Latin also underlies much of the formal and technical vocabulary used in
modern English. In addition, the study of Latin allows students to appreciate the subtleties of
a highly inflected language.
By studying Latin, students become familiar with ancient Roman culture and literature, more
familiar than would be possible through studying translations alone. Students can also gain a
unique understanding of Ancient History texts in Stage 6.
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3 The Place of the Latin K–10 Syllabus in the Languages

K–12 Curriculum
Pathways of Learning
9
Pathways
At each stage languages teachers are often required to cater for a diverse range of learners.
The two pathways provide a basis on which schools and teachers can design educational
programs that reflect their particular circumstances.
An analysis of contemporary research and practice relevant to the teaching and learning of
languages shows that the most effective delivery of languages courses is characterised by
continuous, sequenced, high quality instruction. Systems, schools and teachers should
consider the following factors when programming from this syllabus:
• the relationship between primary (K–6) and secondary schools
• the availability of appropriate teachers and resources
• philosophical and practical support for languages within the whole school curriculum
• consultation and ongoing relationships with the wider community
• application of contemporary pedagogical approaches
• identification of examples of best practice.
Parameters of the pathways

Two pathways are identified for students in K–10. Students in either pathway must achieve
some or all of the Stage 4 outcomes to meet the mandatory School Certificate requirements in
the Languages key learning area.
The pathways are based on the assumptions that:

• students will benefit most from access to courses that are continuous, sequenced and of
the highest quality
• stages of learning are not necessarily connected to the age of students. The cumulative
nature of language learning makes it essential for students to have achieved the outcomes
described for earlier stages, before progressing to the next stage.
Pathway A
Pathway A reflects the learning that will take place for students who begin the study of a
language in Early Stage 1–Stage 3 and continue that language through to Stages 4–5. It
identifies a developmental sequence of learning that takes place as knowledge, understanding
and skills in other areas of the K–10 curriculum are developed.
Students in this pathway bring knowledge and understanding of, and skills in, the language to
their secondary studies which differentiate them from students who commence the study of
the language in Pathway B. Through sustained experience of the language in Stages 1–5
students develop an understanding of the nature of the language and how to learn it with
increasing independence.
Pathway B
Pathway B reflects the learning that will take place for students who have established many of
the general learning strategies that are needed to ensure progress in the compulsory years of
schooling. This pathway may be regarded as a more compact version of Pathway A and
presumes 200–300 hours of study in the language in Stages 4–5. Schools and teachers should
ensure that programming for students at this level takes account of any prior experience,
including the study of languages other than the one being studied in this pathway. The
outcomes described for Stages 1–3 should be regarded as the basis for the development of
knowledge, understanding and skills in Latin in subsequent stages. The professional
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judgement of teachers is crucial in determining the learning opportunities that should be

provided in order to enable students to achieve outcomes described for later stages.
Pathway B is an opportunity to build language programs that encourage students to develop

an interest in learning languages and that extend and refine the level of their knowledge and
the skills of reading, analysing and translating in Latin.
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4 Aim
The aim of the Latin K–10 Syllabus is to enable students to develop skills in reading,
analysing and translating, focus on languages as systems and gain insights into the
relationship between language and culture, leading to lifelong personal, educational and
vocational benefits.
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5 Objectives
Each objective describes the active commitment students will make to the acquisition of skills
in reading, analysing and translating Latin, and to the development of knowledge and
understanding of the language and culture of the ancient Roman world. The effective delivery
of Latin will emphasise the equal significance and interdependence of all objectives.
However, depending on the stage of learning, one or other of the objectives may be
emphasised at any given time.
Objective – Using Language

Students will develop knowledge, understanding and skills in reading, analysing and
translating Latin.
Objective – Making Linguistic Connections

Students will explore the nature of languages as systems by making comparisons between
Latin and English, developing an understanding of the correct application of linguistic
structures and vocabulary.
Objective – Moving Between Cultures

Students will develop knowledge of the culture of ancient civilisations and an understanding
of the relationship of language and culture, thereby encouraging reflection upon their own
cultural heritage and the influence of the classical world on the modern world.
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6 Outcomes
Stage 1 (including Early Stage 1)
The outcomes described for Stage 1 should be regarded as setting the basis for the further
development of knowledge, understanding and skills in Latin in subsequent stages.
Using Language A student:

Reading and Responding 1.UL.1 reads aloud words in Latin
Analysing 1.UL.2 recognises and responds to words and phrases in Latin in a
familiar situation
Translating 1.UL.3 demonstrates developing skills in translation by recognising
and copying words in Latin
Making Linguistic 1.MLC.1 recognises the variety of language systems
Connections 1.MLC.2 explores ways in which meaning is conveyed in Latin
Moving Between Cultures 1.MBC.1 demonstrates awareness of cultural diversity
1.MBC.2 identifies cultural practices in the ancient Roman world.
Stage 2
The outcomes described for Stage 2 should be regarded as the basis for the further
development of knowledge, understanding and skills in Latin in subsequent stages. The
outcomes for Stage 1 should be incorporated into the teaching and learning programs for
students commencing their language study in Stage 2.

Reading and Responding 2.UL.1 reads well-rehearsed language patterns of Latin in familiar
learning situations
Analysing 2.UL.2 identifies and responds to Latin words and phrases in context
Translating 2.UL.3 recognises and translates, from Latin into English, words and
phrases linked to familiar contexts
Making Linguistic 2.MLC.1 explores relationships between languages
Connections 2.MLC.2 identifies ways in which meaning is conveyed in Latin
Moving Between Cultures 2.MBC.1 recognises the link between culture and a sense of identity
2.MBC.2 identifies connections between ancient Roman culture and
language use.
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Stage 3
outcomes for Stages 1–2 should be incorporated into the teaching and learning programs for

Reading and Responding 3.UL.1 reads short passages, recognising words and phrases in Latin
Analysing 3.UL.2 identifies words, their inflections, and language structures of
simple Latin sentences
Translating 3.UL.3 translates short passages of Latin, containing familiar
vocabulary, into clear English
Making Linguistic 3.MLC.1 recognises the function of the relationship between words in
Connections a simple sentence
3.MLC.2 identifies patterns and features of language by making
comparisons with Latin
Moving Between Cultures 3.MBC.1 demonstrates awareness of cross-cultural influences on
language and culture
3.MBC.2 demonstrates understanding of significant cultural practices
in the ancient Roman world.
Stage 4
outcomes for Stages 1–3 should be incorporated into the teaching and learning programs for

Reading and Responding 4.UL.1 reads passages of Latin, recognising language structures
Analysing 4.UL.2 analyses grammatical structures used in simple sentences in
extended passages of Latin
Translating 4.UL.3 translates sentences in extended passages from Latin to fluent
English
Making Linguistic 4.MLC.1 recognises the function of the relationship between words and
Connections structures
4.MLC.2 explains the way in which meaning is conveyed by
comparing and describing structures of Latin
Moving Between Cultures 4.MBC.1 demonstrates understanding of the interdependence of
language and culture
4.MBC.2 demonstrates knowledge of key features of the culture of the
ancient Roman world.
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Stage 5
development of knowledge, understanding and skills in Latin in Stage 6. The outcomes for
Stages 1–4 should be incorporated into the teaching and learning programs for students
commencing their language study in Stage 5.

Reading and Responding 5.UL.1 reads extended passages of Latin, recognising language
structures and overall meaning
Analysing 5.UL.2 analyses familiar grammatical structures of complex
sentences in extended passages of Latin
Translating 5.UL.3 translates passages of Latin into fluent and idiomatic English
Making Linguistic 5.MLC.1 demonstrates understanding of the nature of languages as
Connections systems by describing linguistic features
5.MLC.2 demonstrates the ways in which meaning is conveyed by
exploring features and structures of Latin
Moving Between Cultures 5.MBC.1 explores the relationship of language and culture, as
manifested in a range of texts and contexts
5.MBC.2 identifies, explains and discusses references to cultural, social
and historical features of the ancient Roman world.
Life Skills
For some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the Stage 4 and Stage 5 outcomes are not
appropriate. For these students, Life Skills outcomes and content can provide the basis for the
development of a relevant and meaningful program – see section 8.
Stage 5 Extension
The outcomes described for Stage 5 Extension are for students who are able to achieve
beyond Stage 5 outcomes.

Reading and Responding 5.UL.4 reads, analyses and evaluates extracts of original Latin
Translating 5.UL.5 demonstrates advanced skills in translating
Making Linguistic 5.MLC.3 engages in discussion about linguistic issues
Connections 5.MLC.4 analyses ways in which the structures and features of written
Latin can be manipulated by authors for particular effect
Moving Between Cultures 5.MBC.3 evaluates and demonstrates the importance of moving
between cultures
5.MBC.4 evaluates expressions and representations of cultural, social
and historical features of the ancient Roman world in a range
of texts.
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7 Content
7.1 Organisation of Content
The Latin K–10 Syllabus provides for a continuum of learning from Kindergarten to Year 10.
Content in K–6
The study of languages in K–6 is a component of the K–6 HSIE key learning area (KLA) and
consists of a core element and an optional element. The core element is embedded in the
cultures outcomes in the K–6 HSIE syllabus and focuses on learning about languages and
learning about the world through languages. The optional element focuses on learning to use
a language to communicate. The study of languages in K–6 can be used to enrich student
learning and also to contribute to the achievement of the K–6 HSIE cultures outcomes.
The content of the optional elements of the study of Latin in K–6 is described in the learn
about and learn to statements in sections 7.2, 7.3 and 7.4.
Essential Content in Stage 4 and Stage 5

The content is expressed in the form of learn about and learn to statements connected to the
course outcomes listed in section 6. These statements form the basis for planning programs of
study and units of work that will enable students to maximise their learning in Latin and
demonstrate the outcomes. Programming that integrates the essential content across a variety
of outcomes within different units of work will enable teachers to cover the scope of the
content within the indicative hours.
The essential content consists of a mandatory 100-hours study of one language over one
continuous 12-month period between Years 7 and 10, but preferably in Years 7–8. The
mandatory course, consisting of Stage 4 outcomes and content (see section 7.5), is a
requirement for the award of the School Certificate.
Latin may also be studied as an elective course for the School Certificate. The essential
content described for Stage 5 Latin has been designed to be addressed by a typical student
within an indicative time of 200 hours. The School Certificate will report on student
achievement judged against Stage 5 outcomes and content (see section 7.6).
The syllabus outcomes can be demonstrated through a range of contexts determined by the
classroom teacher to take account of the needs, resources and facilities of the school and its
community.
Additional Content
The acquisition of a language is a cumulative process. At each stage of learning, students
develop greater breadth and depth of knowledge, understanding, skills, values and attitudes.
Students may be encouraged to progress beyond the essential content described in sections 7.5
and 7.6 in order to broaden and deepen their knowledge, understanding and skills and to
extend their interest in the language.
17
Additional content may be provided by teachers to cater for the individual learning needs of
students. It may also be provided by schools that offer a course of Latin study in excess of the
mandatory 100 hours in Stage 4. Additional content may be addressed by providing students
with:
• access to a wider range of vocabulary and grammatical structures
• increased opportunities to develop more advanced translation skills
• a deeper knowledge and understanding of languages as systems
• enhanced insights into the relationship between language and culture.
Additional content is neither essential nor a prerequisite for further study.
Extension Outcomes and Content

Extension outcomes and content (see section 7.7) provide further opportunities for very able
students to progress beyond the Stage 5 content. Stage 5 Extension is intended to cater for the
individual learning needs of students who are gifted and talented in Latin. Extension outcomes
and content are designed to broaden and deepen students’ knowledge, understanding and skills
and to extend their interest in the language.
Extension outcomes and content are neither essential nor a prerequisite for further study.
Life Skills
Life Skills outcomes and content are in section 8.
Cross-curriculum Content
Cross-curriculum content assists students to achieve the broad learning outcomes defined in
the Board of Studies K–10 Curriculum Framework. Cross-curriculum content is incorporated
in the content of the Latin K–10 Syllabus in the ways described below. Students’ experience
in the mandatory course may be further enriched by the cross-curriculum content provided for
the K–6 and elective sections of the syllabus.
Information and Communication Technologies (ICT)

The learning of languages is enriched through access to a variety of multimedia resources.
When students can access diverse authentic contexts with ease and speed, the boundaries of
the classroom are extended.
In K–6, ICT skills to be learnt and developed are:

• using word-processing skills to produce texts
• using software packages to cater for individual learning needs.
In the 100-hours mandatory study of a language, specific ICT skills to be learnt and
developed are:
• collecting and interpreting electronic information
• demonstrating knowledge of ethics in regard to the use of technology to communicate
information.
In the elective course, the ICT skill to be learnt and developed is:
• accessing up-to-date information about the ancient Roman world to enhance classroom
learning.
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Work, Employment and Enterprise

Young people need to be prepared for living and learning in a world that is more
technologically focused, globally connected and internationally competitive. Through their
study of Latin, young people develop skills that equip them for participation in a range of
work settings.
In K–6, the skill to be learnt and developed is:

• working in teams to communicate effectively with others.
In the 100-hours mandatory study, skills to be learnt and developed are:

• recognising and identifying the contributions of Latin to the language of the world of
work
• clear thinking and expression and the ability to analyse and solve problems in the
workplace.
In the elective course, the skill to be learnt and developed is:

• applying their knowledge of Latin to a variety of work environments.
Civics and Citizenship

Through the study of Latin, students gain skills, knowledge and understanding that will equip
them to participate in the global community. They learn about what it means to have a sense
of identity within the environment of multicultural Australia.
In K–6, skills to be learnt and developed are:

• recognising the importance of symbols to create a sense of identity
• understanding the evolution of social practices.
In the 100-hours mandatory study of Latin, skills to be learnt and developed are:
• understanding the importance of tradition to a sense of cultural identity
• identifying and reflecting on representations of culture in the ancient Roman world
• identifying ways in which the culture and achievements of the ancient Romans have
influenced the modern world.
In the elective course, skills to be learnt and developed are:

• demonstrating ways to show respect for others by participating in activities associated
with the customs and practices of the ancient Roman world
• recognising differences in cultural behaviour.
Difference and Diversity

Through the study of Latin, students develop awareness, understanding and acceptance of
difference and diversity in their personal lives, and within the local and global community.
Students learn about the different viewpoints, customs and traditions of the ancient Roman
world, as well as characteristics that are common to all people.

• identifying similarities and appreciating differences in daily life in diverse communities
• exploring the significance of particular cultural values and practices.
19

• recognising the importance of culture and cultural awareness
• recognising how culturally appropriate behaviour and language are used in diverse
contexts.

• discussing and comparing the values and beliefs of diverse cultures
• developing appreciation of attitudes and practices of diverse cultures.
Gender
Through the study of Latin, students learn about the roles and contributions of women and
men in the ancient Roman world.

• comparing aspects of traditional and contemporary lifestyles including gender roles.
In the 100-hours mandatory study of Latin, skills to be learnt and developed are:
• identifying generalisations about women and men in the ancient Roman world
• identifying and explaining features of traditional and contemporary lifestyles in relation to
gender including the roles and contributions of women and men.

• explaining cultural references regarding the roles of women and men in texts such as
fiction and film.
Key Competencies
Key competencies are embedded in Latin K–10, to enhance students’ learning and the
continuing development of the effective thinking skills necessary for further education, work
and everyday life. The key competencies reflect core processes of learning Latin and are
explicit in the objectives, outcomes and content of the syllabus in the following ways:
• collecting, analysing and organising information through identifying the purpose in
written texts and distinguishing between main ideas and supporting detail
• communicating ideas and information through developing the skills necessary for
translation
• planning and organising activities through acknowledging the organisation of patterns
and structures to convey information and express ideas
• working with others and in teams through interaction between students for the acquisition
of knowledge, understanding, skills, values and attitudes
• solving problems through analysing and translating texts
• using technology through collecting and interpreting electronic information.
Literacy
Contemporary research has demonstrated explicit links between language learning and
improved literacy skills. The study of Latin provides students with another perspective on
how languages work as systems, thereby enhancing literacy and language skills in English, as
well as Latin.

• recognising features of written language
• comparing and identifying connections between languages, such as word order and
sentence construction
• identifying the link between the vocabularies of Latin and other languages.
20

• using metalanguage to describe structures and features of language
• exploring grammatical systems to appreciate how languages work
• recognising that grammatical concepts serve particular functions and represent part of the
system of language
• identifying specific patterns and rules such as word construction, word order and tenses.

• analysing aspects of language in order to identify and explain structures and patterns in
text.
Multiculturalism
Through the study of Latin students are encouraged to reflect on their own cultural heritage
and on the contributions of ancient civilisations to modern Australian society. Students learn
to appreciate people of diverse cultural and linguistic backgrounds.

• engaging directly in cultural activities and re-enactments at school
• recognising ways in which people express their culture such as through music, traditional
dress and celebrations
• reflecting on influences in local culture such as restaurants, religions and festivals
• participating in activities associated with the customs and practices of the ancient Roman
world.

• understanding the evolution of cultural practices
• recognising that language and behaviour reflect important aspects of culture.

• identifying and analysing ways in which culture is reflected in language use.
Numeracy
In their study of Latin students draw on their knowledge of particular contexts and
circumstances in deciding when to use mathematics. Students of Latin use their numeracy
skills in everyday situations.

• recognising the meanings of symbols such as number and measurement.

• understanding the use of Latin letters in mathematics
• applying logical thinking to the development of ideas.

• recording, organising and presenting material in different formats such as tables
• using analytical methods to make judgements about the relevance of detail in texts.
Across the K–10 curriculum there are other areas of cross-curriculum content, including
Aboriginal and Indigenous, and Environment, that all students will experience through the
mandatory curriculum.
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7.2 Content for Stage 1 (including Early Stage 1)
Stage 1 – Using Language
Reading and Responding
Outcome 1.UL.1: A student reads aloud words in Latin.

Students learn about: Students learn to:
• the importance of listening attentively to • discriminate between sounds and relate them
pronunciation and intonation to specific meanings, eg pater, mater
• the importance of pronunciation of words • develop pronunciation skills, eg by reciting,
repeating words and phrases in context
• the relationship between printed text and • recognise symbols, words and phrases of the
corresponding sounds and meanings. language in print.
Analysing
Outcome 1.UL.2: A student recognises and responds to words and phrases in Latin in a familiar
situation.
• the importance of listening • listen actively
• the variety of contexts in which familiar • identify and respond to key words and phrases
words can be identified in context, eg rhymes, games
• the identification of words and phrases in • associate language with known actions and
Latin. objects, eg salve, salvete, quid agis?
quid agitis?
Translating
Outcome 1.UL.3: A student demonstrates developing skills in translation by recognising and

copying words in Latin.
• symbol formation when copying words • reproduce symbols, by tracing and copying
• ways of recognising words in context • develop recognition skills in context, eg by
matching words and pictures, labelling
objects, completing speech bubbles
• features and functions of multimedia used to • recognise and copy words using a range of
recognise and copy words media, eg greeting cards, posters
• the meanings of words. • translate Latin words in familiar situations,
eg exit.
22
Stage 1 – Making Linguistic Connections
Outcome 1.MLC.1: A student recognises the variety of language systems.

• the variety of languages used in the modern • be aware of the various sounds and symbols of
world languages in the community
• familiar concepts that are expressed across • recognise the various ways in which familiar
languages and cultures. concepts are expressed, eg speech, greetings.
Outcome 1.MLC.2: A student explores ways in which meaning is conveyed in Latin.

• principles of the spoken language • recognise and reproduce sounds in Latin
• features of the written language. • recognise written words in Latin, eg matching
pictures to words, listening to simple Latin
phrases.
23
Stage 1 – Moving Between Cultures
Outcome 1.MBC.1: A student demonstrates awareness of cultural diversity.

• cultural characteristics of the local • identify places of cultural significance,
community eg markets, restaurants, places of worship
• characteristics that all people share as well • recognise ways in which people express their
as some of the differences culture, eg music, food, games, celebrations
• visible representations of cultural identity • recognise symbols of identity, eg flags, maps,
traditional dress, landmarks
• exploring cultural diversity using a range of • gather information about diverse cultures,
media. eg from posters, media.
Outcome 1.MBC.2: A student identifies cultural practices in the ancient Roman world.
• significant aspects of culture in social • recognise specific customs and traditions in
interaction social interaction, eg greetings, gestures
• symbols and practices that reflect places and • explore cultural symbols and practices,
events of importance to the ancient Roman eg through games, stories, myths, songs
world
• similarities and differences between local • compare aspects of their own life (eg food,
lifestyles and those of the ancient Roman family) with those of the ancient Roman
world. world.
24
7.3 Content for Stage 2
Outcome 2.UL.1: A student reads well-rehearsed language patterns of Latin in familiar learning
situations.
• the features of familiar words • read words and phrases
• the role of prior knowledge when attempting • locate familiar words and phrases in sentences
to understand sentences
• the importance of pronunciation of words • listen to and repeat words and phrases with
and phrases. attention to pronunciation and intended
meaning.
Analysing
Outcome 2.UL.2: A student identifies and responds to Latin words and phrases in context.
• sources of support to enhance • use teacher cues, visual stimuli, word lists and
comprehension charts to support and enhance comprehension
• the importance of identifying the meaning • identify words and phrases in context
and function of words and phrases in
sentences
• the importance of correct language • identify language structures, eg verb forms,
structures. noun endings.
Translating
Outcome 2.UL.3: A student recognises and translates, from Latin into English, words and phrases
linked to familiar contexts.
• the use of supports to assist translation • refer to charts, tables, word lists to access
vocabulary
• key features of the writing system • recognise the difference between word stem
and word ending, eg puell-a
• features of words in familiar contexts • identify the features of words
• application of vocabulary and grammatical • translate words and phrases, demonstrating
features when translating. knowledge of vocabulary and grammatical
features.
25
Outcome 2.MLC.1: A student explores relationships between languages.

• the existence of rules in language use • compare and identify connections between
languages, eg word order, parts of speech
• similarities and differences between • identify similarities and differences between
languages languages, eg inflections, word placement
• influences of globalisation on languages. • identify words drawn from other languages,
eg café, kindergarten, data, circus.
Outcome 2.MLC.2: A student identifies ways in which meaning is conveyed in Latin.

• features of language that convey meaning • identify features of the language,
eg pronunciation, word endings
• the meanings conveyed by familiar words • recognise familiar expressions in Latin,
and phrases. eg vale, valete.
26
Outcome 2.MBC.1: A student recognises the link between culture and a sense of identity.
• features of lifestyles and belief systems in • identify similarities and appreciate differences
diverse communities in daily life in diverse communities
• the importance of symbols in creating a • relate visible expressions of identity to ancient
sense of identity Roman life, eg flags, maps, traditional dress,
landmarks
• the importance of learning about different • participate in cultural activities and
cultural activities which contribute to a re-enactments, eg banquet
sense of cultural identity
• respect for others when talking about culture • contribute to class discussions about diverse
and lifestyle. practices across cultures.
Outcome 2.MBC.2: A student identifies connections between ancient Roman culture and language
use.
• aspects of ancient Roman culture • recognise technical vocabulary, eg toga, villa
• the connection between Latin and English • identify familiar English words derived from
Latin, eg November, library
• Latin expressions used in English. • identify Latin expressions used in English,
eg etc, am, pm.
27
Outcome 3.UL.1: A student reads short passages, recognising words and phrases in Latin.
• reading to understand purpose, context and • demonstrate an understanding of purpose,
main ideas context and main ideas
• ways to use contextual clues and prior • deduce the meanings of unfamiliar words
knowledge to predict the meaning of new from context
words
• ways in which resources can be used to • access available resources to assist in
enhance comprehension. comprehending a text, eg word lists,
glossaries, dictionaries.
Analysing
Outcome 3.UL.2: A student identifies words, their inflections and language structures of simple
Latin sentences.
• the function of words • identify parts of speech, eg noun, verb,
adjective
• functions of inflections to convey meaning • identify the inflections used and their purpose,
eg noun cases, verb endings
• language structures. • identify language structures and their correct
grammatical terms.
Translating
Outcome 3.UL.3: A student translates short passages of Latin, containing familiar vocabulary,
into clear English.
• language structures encountered in short • apply specific rules of grammar and
passages of Latin that contain simple appropriate vocabulary to translate short
sentences passages of Latin into English
• referring to resources. • use available resources to support the
translation of short passages, eg word lists,
grammar textbooks.
28
Outcome 3.MLC.1: A student recognises the function of the relationship between words in a simple
sentence.
• the importance of paradigms and their link • identify inflections, eg noun, verb
to the function of words
• the importance of understanding the • recognise the function of words in a simple
function of inflections. sentence, using knowledge of inflections.
Outcome 3.MLC.2: A student identifies patterns and features of language by making comparisons
with Latin.
• the link between the vocabularies of Latin • identify English derivations from Latin,
and other languages eg dormitory, horticulture
• principles of word order and patterns used • make connections and comparisons between
for specific functions. languages, eg word order, parts of speech.
29
Outcome 3.MBC.1: A student demonstrates awareness of cross-cultural influences on language and

culture.
• changes that have occurred in languages • identify the way words are incorporated from
through cross-cultural contact one language into another, eg technology,
science, medicine
• traditional and contemporary practices across • reflect on influences of traditional culture and
cultures contemporary culture, eg festivals, religions,
architecture, art
• the dynamic nature of language and culture • recognise how languages and cultures have
evolved historically and continue to evolve,
eg through social change, English borrowings
• social practices across cultures. • understand the evolution of social practices,
eg wedding ceremony, legal system.
Outcome 3.MBC.2: A student demonstrates understanding of significant cultural practices in the

ancient Roman world.
• significant cultural practices of the ancient • describe significant cultural practices of the
Roman world ancient Roman world, eg daily routine,
slavery and freedmen, education,
entertainment, house and household, dress
• ways to show appreciation for the cultural • participate in activities associated with
practices of the ancient Roman world customs and practices in the ancient Roman
world, eg banquets, slave auction
• the influence of cultural practices on the • identify ways in which ancient Roman
modern world cultural practices have influenced the modern
world
• aspects of classical belief systems and • compare aspects of classical and
customs. contemporary lifestyles including gender
roles, eg family.
30
Outcome 4.UL.1: A student reads passages of Latin, recognising language structures.

• reading and locating main ideas • read and locate main ideas and significant
words which convey meaning
• rules of pronunciation • apply rules of pronunciation when reading
aloud
• applying appropriate expression • use appropriate phrasing to demonstrate
understanding
• the importance of correct phrasing and • convey the meaning of sentences, using
expression to convey meaning. appropriate phrasing and intonation.
Analysing
Outcome 4.UL.2: A student analyses grammatical structures used in simple sentences in extended
passages of Latin.
• grammatical structures used in simple • identify grammatical structures used,
sentences eg nouns, verbs, adjectives
• ways to analyse structure of passages. • analyse the purpose of the structures,
eg noun cases, verb endings.
Translating
Outcome 4.UL.3: A student translates sentences in extended passages from Latin to fluent
English.
• the importance of close analysis of extended • analyse the inflections of words and structures
passages before translating in extended passages before translating
• linguistic structures in Latin • translate into fluent English, demonstrating
knowledge of vocabulary and structures
• use of prior knowledge of vocabulary to • deduce the meaning of unfamiliar vocabulary
deduce the meaning of unfamiliar
vocabulary
• access to vocabulary in translating extended • use available resources to access vocabulary,
passages eg word lists, dictionary, websites
• organisation of relevant structures in • organise structures to develop a fluent English
translating extended passages. translation.
31
Outcome 4.MLC.1: A student recognises the function of the relationship between words and
structures.
• specific grammatical concepts that operate • recognise that grammatical concepts serve
across languages particular functions and represent part of the
system of language
• metalanguage to describe the structures and • explore grammatical systems to appreciate
features of language. how languages work, eg identify grammar
terms, word order, tenses, case usage.
Outcome 4.MLC.2: A student explains the way in which meaning is conveyed by comparing and
describing structures of Latin.
• idiomatic expressions • recognise that some words and concepts
cannot be literally translated, eg mihi est villa
• specific rules, patterns and word • describe and compare specific characteristics
construction, word order and sentence of the language, eg grammatical rules and
structure structures
• ways of conceptualising and representing • develop strategies for internalising new
patterns and systems in language. language and building on prior knowledge,
eg mnemonic devices, websites, drill
exercises.
32
Outcome 4.MBC.1: A student demonstrates understanding of the interdependence of language and

culture.
• the significance of the changes that have • understand the way words are used to create
occurred in languages through cross-cultural words in other languages, eg paternal,
contact excavate, computer
• ways in which language and behaviour reflect • identify words and phrases in Latin that
important aspects of the culture. encapsulate aspects of culture, eg pater
familias.
Outcome 4.MBC.2: A student demonstrates knowledge of key features of the culture of the ancient
Roman world.
• the importance of tradition to a sense of • identify and explain features of lifestyle,
cultural identity and diversity within the eg home life, education and literature,
culture religious practices, economy, slavery, the
role of women
• representations of the ancient Roman world • identify generalisations about people and
and culture culture, questioning stereotypes, such as
heroes, eg in text, mass media
• classical mythology • recognise the influence of classical
mythology, eg art, literature, advertising
• the contribution of ancient Roman civilisation • identify ways in which the culture and
to modern society achievements of the ancient Romans have
contributed to the modern world, eg religion,
political systems, social systems
• collecting and interpreting electronic • research and present information on the
information, with consideration of its ethical ancient Roman world using a range of
use, in order to identify and reflect on information and communication
representations of culture. technologies.
Life Skills
For some students with special needs, particularly those students with an intellectual
disability, it may be determined that the Stage 4 content is not appropriate. For these students,
Life Skills outcomes and content can provide the basis for the development of a relevant and
meaningful program – see section 8.
33
Outcome 5.UL.1: A student reads extended passages of Latin, recognising language structures
and overall meaning.
• complex language structures • read passages of Latin, recognising complex
language structures and the overall meaning,
eg synthetic Latin, original Latin
• ways of constructing sentences for specific • identify purpose, eg to inform, persuade, and
purposes distinguish between main and subordinate
clauses
• linguistic choices made in passages to • evaluate the impact of linguistic choices made
influence listeners to achieve communication goals, eg to inform,
persuade or entertain
• ways to demonstrate understanding of • read passages with appropriate tone,
passages demonstrating an understanding of the overall
meaning, eg voice modulation, appropriate
pauses
• semantic differences to convey ideas. • explore the diversity of style, eg direct speech,
indirect speech, poetic forms.
Analysing
Outcome 5.UL.2: A student analyses familiar grammatical structures of complex sentences in

extended passages of Latin.
• grammatical structures used in complex • identify and explain grammatical structures
sentences used, eg indirect questions, indirect commands
• ways to analyse grammatical structures of • analyse grammatical structures used in
complex sentences complex sentences, eg purpose clause, result
clause, relative clause
• the manipulation of structure, format and • identify the manipulation of particular
choice of vocabulary to achieve specific structures and choice of vocabulary to achieve
purposes specific purposes
• responding to the tone and style of language. • respond to the style and tone of extended
passages.
34
Translating
Outcome 5.UL.3: A student translates passages of Latin into fluent and idiomatic English.
• the importance of close analysis of complex • analyse the complex structures in extended
structures before translating Latin passages of Latin before translating,
eg synthetic Latin, original Latin
• complex language structures • translate extended passages into fluent and
idiomatic English demonstrating knowledge
and applying analysis of complex structures
• selecting appropriate vocabulary to reflect • translate into fluent and idiomatic English,
the tone and style of the passage selecting appropriate vocabulary to reflect the
tone and style of the passage
• manipulating knowledge of vocabulary • deduce the meaning of unfamiliar vocabulary
by manipulating knowledge of familiar
vocabulary
• resources available to enhance or promote • develop skills in accessing appropriate
independent learning. additional information to expand and enhance
communication, eg dictionaries, word lists,
grammar references, commentaries, websites.
35
Outcome 5.MLC.1: A student demonstrates understanding of the nature of languages as systems by

describing linguistic features.
• ways to explain and analyse features of • analyse aspects of language in order to
language in use, and their relationship to the identify and explain structures and patterns in
system passages
• the need for consistent application of • use metalanguage to explain linguistic
grammatical rules and conventions. structures and textual features encountered in
text.
Outcome 5.MLC.2: A student demonstrates the way in which meaning is conveyed by exploring
features and structures of Latin.
• metalanguage to explain features of Latin • use metalanguage to explain features of the
language Latin language
• metalanguage used to explain grammatical • use metalanguage to explain grammatical
structures of Latin structures
• meaning conveyed in words • analyse ways in which words are constructed,
eg how words are modified by inflection for
different grammatical functions
• stylistic features used to convey meaning. • describe some stylistic features,
eg repetition, exaggeration, ellipsis,
asyndeton.
36
Outcome 5.MBC.1: A student explores the relationship of language and culture, as manifested in a
range of texts and contexts.
• cultural concepts and ways in which they are • identify and analyse ways in which culture is
reflected in language and behaviour reflected in language use in diverse contexts
• the value of developing respect for and • discuss and compare the values and beliefs of
appreciation of other cultures diverse cultures
• the contribution of diverse cultures to the • reflect on attitudes and practices that differ
modern world. from their own.
Outcome 5.MBC.2: A student identifies, explains and discusses references to cultural, social and
historical features of the ancient Roman world.
• cultural, social and historical features of the • identify, explain and discuss cultural, social
ancient Roman world and historical features, eg battles, conquests,
republic, empire, provinces
• cultural, social and historical values and • identify, explain and discuss cultural, social
attitudes of the ancient Roman world and historical values and attitudes, eg virtus,
pietas, dignitas
• cultural, historical and social references • question and discuss the cultural, social and
found in Latin passages historical references in Latin passages being
studied, eg patronus, cliens
• resources available to locate and select • identify, explain and discuss information
information about cultural, historical and selected from a variety of sources,
social features of the ancient Roman world. eg information and communication
technologies.
37
7.7 Content for Stage 5 Extension
Stage 5 Extension – Using Language
Outcome 5.UL.4: A student reads, analyses and evaluates extracts of original Latin.
• literary devices • analyse literary devices, eg metonymy, litotes
• the effect of literary devices used • evaluate the purpose and value of the literary
devices identified
• use of syntax • analyse use of syntax for literary effect,
eg asyndeton, hypallage
• distinction between prose and verse usage • discuss the use of Latin syntax for effect,
eg brevity of verb forms, periodic structure
• genre and style • recognise and discuss genres, eg historical
prose, rhetorical prose
• diversity of styles used by various authors • explore and discuss different styles employed
by Latin authors
• rules of scansion in dactylic hexameter. • scan dactylic hexameter.
Translating
Outcome 5.UL.5: A student demonstrates advanced skills in translating.

• elements of prose style • be aware of the limitations of Latin syntax,
eg noun dependence, participial usage
• manipulation of familiar grammatical • apply grammatical structures to translate
structures sentences from English into Latin
• prose composition • translate several linked sentences from
English into Latin
• advanced skills of translation • translate original Latin extracts into clear
English, retaining the emphasis of the original
text
• procedures for independent translation of • translate unfamiliar passages of Latin into
passages of Latin. clear English.
38
Stage 5 Extension – Making Linguistic Connections
Outcome 5.MLC.3: A student engages in discussion about linguistic issues.

• the investigation of complex structures and • analyse complex structures and features to
features through discussion refine translations
• the various ways of translating complex • identify and articulate linguistic problems and
structures formulate plausible solutions
• the various ways linguistic features are used • translate reflecting the tone of the author
to create nuance
• independent use of a variety of linguistic • refine use of linguistic resources by
resources. comparing a variety of resources,
eg dictionaries, grammar references,
commentaries, websites.
Outcome 5.MLC.4: A student analyses ways in which the structures and features of written Latin
can be manipulated by authors for particular effect.
• diverse stylistic effects • select, describe and explain appropriate
linguistic stylistic structures and features, in
order to create a particular effect
• the adaptation of linguistic features by • describe and explain appropriate linguistic
authors for a particular purpose or audience structures and features used for a specific
purpose or context, eg to persuade, convince
• the effect of linguistic features on meaning • distinguish between fact and opinion and
and purpose of text. recognise layers of meaning, eg bias, humour.
39
Stage 5 Extension – Moving Between Cultures
Outcome 5.MBC.3: A student evaluates and demonstrates the importance of moving between
cultures.
• the advantages of cross-cultural awareness • analyse values, attitudes and beliefs of diverse
and understanding cultures
• acceptance of diverse attitudes and practices • demonstrate ways in which to show respect
through reflection and discussion for attitudes and practices that differ from
their own
• the importance of different cultural values. • demonstrate an appreciation of the social,
religious, historical and literary context of
original text through development of precision
of thought.
Outcome 5.MBC.4: A student evaluates expressions and representations of cultural, social and
historical features of the ancient Roman world in a range of texts.
• texts of Latin authors in translation • discuss cultural, social and historical features
of the ancient Roman world based on readings
of Latin authors in translation
• the existence of concepts relevant to • question and critically analyse influences of
cultural, social and historical features of the cultural, social and historical features as
ancient Roman world. evident in a range of passages of original
Latin.
40
7.8 Grammar
Grammar can be referred to as the organisation of and relationship between all the elements
that constitute a language as it functions. Students will learn about grammatical structures in
context as they complement the content and the organisation of individual programs.
Students will learn to identify the parts of speech and understand their function within a Latin
sentence: nouns, verbs, conjunctions, adjectives, adverbs, interjections, pronouns and
prepositions.
The grammatical structures defined on this and the following page are those that students are
expected to recognise and use by the end of Stage 5. They should be read in conjunction with
the content of the syllabus. Grammar should be used to support the process of language
acquisition and to facilitate communication, rather than being taught in isolation.
Part of speech Grammatical Form Example(s)

Nouns Number
Singular
Plural
Gender
Masculine servus -i
Feminine ancilla -ae
Neuter atrium -i
Common canis -is
Case
Nominative
Vocative
Accusative
Genitive
Dative
Ablative
Declension
1st ancilla -ae
2nd servus –i, atrium -i
3rd canis -is
4th manus -us
5th res -ei
Adjectives Number
Singular
Plural
Gender
Masculine iratus, fortis
Feminine irata, fortis
Neuter iratum, forte
41

Adjectives (cont) Case
Nominative
Vocative
Accusative
Genitive
Dative
Ablative
Declension
1st/2nd iratus -a -um
3rd fortis -e
Degree
Positive iratus -a -um
fortis -e
Comparative iratior -ius
fortior -ius
Superlative iratissimus -a -um
fortissimus -a -um
Irregular Comparison magnus maior maximus

parvus minor minimus
bonus melior optimus
malus peior pessimus
multus plus plurimus
Demonstrative hic
ille
is
Possessive meus, tuus, noster, vester, (suus)
Numerical
Cardinal: 1–100 unus
Ordinal: 1st–20th primus
Pronouns Number
Singular
Plural
Gender
Masculine
Feminine
Neuter
Case
Nominative
Vocative
Accusative
Genitive
Dative
Ablative
42

Pronouns (cont) Personal ego, tu, nos, vos, is
Reflexive me, te, nos, vos, se
Relative qui
Emphatic ipse
Interrogative quis, quid
Verbs Number
Singular
Plural
Person
1st
2nd
3rd
Regular Conjugations
1st voco vocare vocavi vocatum
2nd debeo debere debui debitum
3rd mitto mittere misi missum
Mixed capio capere cepi captum
4th audio audire audivi auditum
Irregular sum esse fui

possum posse potui
volo velle volui
nolo nolle nolui
malo malle malui
eo ire ivi (ii) itum
fero ferre tuli latum
Voice
Active voco
Passive vocor
Tense
Present
Future
Imperfect
Perfect
Future Perfect
Pluperfect
43

Verbs (cont) Mood
Indicative
Present voco
Future vocabo
Imperfect vocabam
Perfect vocavi
Future Perfect vocavero
Pluperfect vocaveram
Subjunctive
Present vocem
Imperfect vocarem
Perfect vocaverim
Pluperfect vocavissem
Imperative
Positive voca, vocate
Negative noli vocare, nolite vocare
Infinitive
Present vocare, vocari
Perfect vocavisse, vocatus -a -um esse
Future vocaturus -a -um esse, vocatum iri
Participles
Present vocans -antis
Perfect vocatus -a -um
Future vocaturus -a -um
Adverbs Function
Modifying verbs, adjectives,
adverbs
Degree
Positive irate, fortiter
Comparative iratius, fortius
Superlative iratissime, fortissime
Irregular Comparison magnopere magis maxime

paulum minus minime
bene melius optime
male peius pessime
multum plus plurimum
44
Syntax Grammatical form Grammatical usage Example(s)

Cases Nominative subject of finite verb Marcus clamat.
Complement with esse Melissa est ancilla.
Apposition rex, senex, advenit.
Vocative Address Quinte, festina!

Apposition Marce, mi fili, responde!
Accusative Direct object of a verb Anna Iuliam videt.

Governed by preposition ad villam
Duration of time tres dies
Exclamation o me miserum!
Apposition servum Clementem voco.
Genitive Possession pecunia mercatoris

Partitive plus laboris
Descriptive (quality) vir ingenii optimi
Apposition adventus domini Salvii
Dative Indirect object of a verb Publius mercatori pecuniam

dedit.
Dependent on a verb mater filiae credit.
Possession nomen est mihi
Apposition amico Fabio faveo.
Ablative Governed by preposition in villa

Place terra marique
Time tertio anno
Accompaniment cum Lucio
Agent a milite interfectus
Instrument gladio interfectus
Means calliditate interfectus
Separation servus e villa discessit.
Comparison mare est altius flumine.
Apposition ab amico Marco necatur.
Sentences Simple sentences Statement puella ad villam festinavit.

Question
-ne potesne laborare?
utrum … an Publius utrum Marci an
Lucii frater est?
Command
Positive Imperative pueri, laborate!
Negative Imperative ancillae, nolite dormire!
Compound sentence puellae matrem audiunt et

ad atrium festinant.
Complex sentence Anna, quae est Marciae

soror, est miserrima.
45
Syntax Grammatical form Grammatical usage Example(s)

Subordinate Temporal ubi with indicative ubi agricola casam
Clauses aedificavit
cum with subjunctive cum dominus advenisset
Concessive quamquam with indicative quamquam Lucius erat

fessus
Purpose/final Positive: ut with subjunctive servi in atrio convenerunt ut
verba domini audirent.
Negative: ne with subjunctive ad villam contendi ne tardus
essem.
Result/consecutive Positive: ut with subjunctive pueri tam fessi erant ut in
villa manerent.
Negative: ut … non with amphora tam gravis erat ut
subjunctive servi eam portare non
possent.
Causal quod with indicative quod Lucius erat iratus
Relative qui with indicative Alexander, qui est mercator

Graecus, est probus.
Indirect Command ut with subjunctive: positive iuvenis amicis persuasit ut
contenderent.
ne with subjunctive: negative me monuit ne redirem.
Indirect Question Interrogative with subjunctive custos nesciebat quis

appropinquaret.
Conditional si/nisi with indicative si hoc fecisti, fortis fuisti.
46
7.9 Vocabulary
By the end of Stage 5 students are expected to recognise and use the vocabulary on this and
the following pages. The vocabulary list should be read in conjunction with the content of the
syllabus. Vocabulary should be used to support the process of language acquisition and to
facilitate communication, rather than being taught in isolation.
Nouns
1st declension
Masculine
agricola nauta poeta
Feminine
adulescentia dea fuga poena umbra
amica domina hasta pompa unda
amphora epistula hora porta via
ancilla fabula insula puella victima
aqua fama lingua pugna villa
ara femina luna ripa vita
cena filia matrona sententia
columba flamma mensa silva
columna forma patria taberna
culina fortuna pecunia terra
2nd declension
Masculine
ager coquus gladius morbus socius
amicus denarius hortus murus umerus
animus deus legatus nuntius ventus
annus dominus liber oculus vir
anulus equus libertus patronus
campus faber locus populus
captivus filius maritus puer
cibus fundus modus servus
Neuter
aedificium imperium saxum
amphitheatrum mandatum signum
atrium negotium silentium
auxilium odium spectaculum
bellum officium telum
castra oppidum templum
consilium ornamentum tergum
cubiculum periculum theatrum
donum plaustrum triclinium
exitium praemium vinum
forum regnum
frumentum remedium
47
3rd declension
Masculine
centurio frater labor pater senex
clamor gladiator leo pes timor
eques homo mercator pons victor
finis hospes miles princeps
flos imperator mons rex
fons iudex mos senator
Feminine
arbor fortitudo mater oratio urbs
auctoritas gens mors pars uxor
civitas hiems multitudo pax virtus
consuetudo legio navis potestas voluntas
deditio lex nox soror
fames lux nubes tempestas
Neuter
agmen corpus litus nomen vulnus
animal iter mare tempus
Common
canis custos exsul iuvenis
civis dux hostis sacerdos
4th declension
Masculine
adventus equitatus gemitus portus usus
cantus exercitus impetus sonitus
currus exitus metus tumultus
Feminine
domus manus
Neuter
cornu genu
5th declension
Masculine
dies
Feminine
acies fides res spes
48
Verbs
1st conjugation
aestimare collocare incitare nuntiare sperare
agitare comparare intrare orare stare
amare dare invitare ornare superare
ambulare delectare iuvare parare temptare
appropinquare desperare laborare portare verberare
cantare excitare laudare postulare vituperare
celare exspectare liberare praestare vocare
celebrare festinare mandare pugnare vulnerare
cenare fugare mutare putare
circumspectare gustare narrare rogare
clamare habitare navigare servare
cogitare imperare necare spectare
2nd conjugation
augere exercere latere parere sedere
commovere favere manere persuadere sustinere
complere flere monere placere tacere
debere habere movere prohibere tenere
delere iacere nocere respondere terrere
docere implere obsidere retinere timere
dolere iubere obtinere ridere videre
3rd conjugation
addere coquere emittere permittere rumpere
agere credere fallere petere scribere
agnoscere currere fluere ponere statuere
amittere defendere gerere premere tangere
ascendere desistere imponere promittere tollere
bibere dicere intellegere quaerere trahere
cadere dimittere mittere reddere vendere
cogere discedere occidere regere vertere
concedere ducere ostendere relinquere vincere
contendere emere pellere resistere vivere
accipere cupere excipere incipere rapere

capere efficere facere interficere recipere
conficere effugere fugere obicere respicere
conspicere eicere iacere praeficere suscipere
4th conjugation
advenire dormire reperire
aperire haurire revenire
audire impedire scire
comperire invenire sentire
consentire munire servire
convenire nescire venire
custodire pervenire vincire
desilire punire
49
Additional
abesse adire ferre nolle redire
abire esse inferre perire superesse
adesse exire ire posse velle
Prepositions
Governing ablative
a(b) de in sine
cum e(x) pro sub
Governing accusative
ad circum inter praeter trans
ante contra per prope
apud in post propter
Adjectives
lst/2nd declension
aeger cunctus iratus multus reliquus
altus defessus laetus noster sacer
antiquus densus latus notus securus
barbarus dexter liber novus sordidus
benignus durus longus nudus suus
bonus extremus maestus obscurus tacitus
carus fessus magnus parvus tuus
certus fidus malus pauci vacuus
ceterus firmus manifestus pius varius
clarus frigidus medius placidus vastus
commodus geminus meus pulcher verus
contentus ignotus miser rarus vester
3rd declension
acer dulcis gravis levis sapiens
audax facilis humilis militaris tenuis
brevis felix inanis mirabilis tristis
celer fidelis inermis mortalis utilis
crudelis fortis ingens nobilis
difficilis gracilis lenis omnis
Demonstrative
ille, illa, illud
hic, haec, hoc
is, ea, id
50
Pronouns
ego (nos) ipse, ipsa, ipsum qui, quae, quod

tu (vos) quis, quid se
Adverbs
adeo etiam ibi numquam semper

antea facile igitur nunc simul
bene fere illic paene statim
celeriter ferociter illinc paulisper subito
circiter fortiter illuc paulum tam
cotidie frustra inde postea tamen
cras graviter intente postremo tandem
cur heri interea postridie tum
deinde hic interim quo ubi
denique hinc ita quoque ubique
diligenter hodie mox rursus umquam
diu huc non saepe unde
eo iam nondum satis undique
Conjunctions
Coordinating
an autem et...et nec -que
aut enim itaque neque sed
aut...aut et nam neque...neque
Subordinating
antequam postquam quod simulac ubi
cum quamquam si simul atque ut
Interjections
ecce eheu euge o
51
8 Life Skills Outcomes and Content

The Board of Studies recognises that a small percentage of students with special education
needs may best fulfil the mandatory curriculum requirements for Latin by undertaking Life
Skills outcomes and content. (Requirements for access to Life Skills outcomes and content are
detailed in section 1.2.)
Life Skills outcomes will be selected on the basis that they meet the particular needs, goals
and priorities of each student. Students are not required to complete all outcomes. Outcomes
may be demonstrated independently or with support.
In order to provide a relevant and meaningful program of study that reflects the needs,
interests and abilities of each student, schools may integrate Latin Life Skills outcomes and
content across a variety of school and community contexts.
8.1 Outcomes
Objectives Outcomes
A student:
Using Language LS.UL.1 recognises words and phrases in Latin
LS.UL.2 translates from Latin into English
Making Linguistic LS.MLC.1 recognises internationally shared signs, symbols and words
Connections
LS.MLC.2 explores ways in which meaning is conveyed in Latin
Moving Between LS.MBC.1 experiences cultural diversity
Cultures
LS.MBC.2 recognises the contribution of the ancient Roman world to
Australian society.
52
8.2 Content
The content forms the basis for learning opportunities. Content will be selected on the basis
that it meets the needs, goals and priorities of each student. Students are not required to
complete all of the content to demonstrate achievement of an outcome.
The examples provided are suggestions only.
Objective – Using Language
LS.UL.1 A student recognises words and phrases in Latin.

• words and phrases in a variety of contexts • listen to words, phrases and simple
sentences to identify meaning, eg associate a
word with a picture
• identify known words and phrases,
eg in songs, rhymes
• read whole words, phrases and simple
sentences, eg in mottos, on art, craft and
crests
• new words and phrases in a variety of contexts • recognise when new words and phrases are
used
• use cues to support understanding of new
words and phrases
• the relationship between printed words and • recognise printed words and symbols in
symbols and their sounds and meanings. Latin, eg on flashcards
• read and understand new words in Latin,
eg combine cards to make words, phrases
or sentences.
LS.UL.2 A student translates from Latin into English.
• key features of the writing system • practise writing words using models
• features and conventions of written text • use scaffolds to translate Latin into English,
eg model texts and sample sentence patterns
• ways to translate written texts in a variety of • refer to charts or lists to access vocabulary
contexts. to assist translation, eg design a family
crest/motto, create a poster using internet or
CD-ROM.
53
Objective – Making Linguistic Connections
LS.MLC.1 A student recognises internationally shared signs, symbols and words.

• signs, symbols and words that have the same • identify symbols and signs that can be used
meaning internationally cross-culturally, eg male/female, poison,
airport, no entry, no eating or drinking
• identify international logos, eg transport,
sport, food, clothing
• cross-cultural influences on language. • identify words from other cultures that are in
common use in Australia,
eg kindergarten, pizza, café, circus
• identify words that are used cross-culturally,
eg computer, internet, Olympic, marathon.
LS.MLC.2 A student explores ways in which meaning is conveyed in Latin.
• paralinguistic devices to support • recognise the use of tone, pitch, volume,
communication intonation, and stress in interpreting and
expressing meaning when others are reading
aloud
• communication of meaning in nonverbal ways • identify the meaning conveyed by gestures
and facial expressions, eg waving, shaking
hands
• respond to gestures and facial expressions,
eg waving in response, offering hand in
response
• the relationship between written words and their • recognise that written words represent
corresponding sounds and meanings sounds
• ways of conveying meaning through written • explore diverse forms of written
communication. communication, eg words, diagrams, maps,
drawings, phrases, sentences, inscriptions
• recognise written words in Latin, eg by
matching pictures with words.
54
Objective – Moving Between Cultures
LS.MBC.1 A student experiences cultural diversity.

• cultural characteristics of the school community • identify culture(s) represented in the school
community, eg survey of cultures
represented in the classroom
• recognise that different cultures have
different languages
• recognise visual representations of
culture(s), eg flags, maps, costumes
• locate countries of origin, eg on world
map/globe
• identify features of the culture(s), eg food,
music, dance, games, celebrations
• the importance of cultural celebrations • participate in cultural activities, eg bring/
prepare and eat food, play traditional games,
make posters about festivals
• the diversity of cultural expression • explore the diversity of cultural practices,
eg mythology, drama, dance, songs and
music, traditional dress, art and craft
• cultural features of the local community • identify local places of cultural significance,
eg markets, restaurants, places of worship,
memorials
• visit local places of cultural significance,
eg restaurants/cafés, museums and galleries
• diversity of cultural values and practices • recognise that there are culturally
appropriate expressions and behaviour for
particular contexts, eg greetings, language
and gesture, modes of address, meal
etiquette
• recognise how culturally appropriate
language and behaviour are used in formal
and informal contexts, eg with peers, family,
teachers
• the importance of respect for the culture and • contribute to class discussions about cultural
lifestyle of others. practices across cultures
• demonstrate respect for diverse cultural
practices, eg accepting differences in how
people dress and speak, and in what they eat,
believe and celebrate.
55
LS.MBC.2 A student recognises the contribution of the ancient Roman world to Australian society.

• features of lifestyles and belief systems in the • identify features of ancient Roman lifestyle,
ancient Roman world eg family structure and roles, festivals and
celebrations
• compare aspects of their own lifestyles and
beliefs (eg food, faith, family) with those of
the ancient Roman world
• the contribution of the ancient Roman world to • identify the ways in which the ancient
modern society. Roman world has contributed to the
Australian way of life, eg food, clothing,
dance, art, drama, festivals
• explore achievements which involved major
contributions from the ancient Roman
world, eg arts, sciences, architecture,
festivals.
56
9 Continuum of Learning in Latin K–10
9.1 Stage Statements
Stage statements illustrate the continuum of learning in the Latin K–10 Syllabus and are
summaries of the knowledge, understanding, skills, values and attitudes that have been
developed by students as a consequence of achieving the outcomes for the relevant stage of
learning.
Stage 1 (including Early Stage 1)
Students of Latin who have progressed through Stage 1 show a growing awareness of the
existence of languages and cultures other than their own. They relate what they know of their
world, including their own backgrounds and those of their friends and classmates, and
demonstrate ways in which they celebrate their diversity. They recognise and describe ways
in which other languages and cultures have an impact on their lives, including aspects of
music, art and craft, stories, travel and traditions that learners at this stage can articulate.
These students have learnt through incidental and orchestrated play situations. They have
learnt much through imitation and repetition, in particular through rhyme, song and gesture.
At this stage students often imitate Latin words and phrases without necessarily understanding
their meaning. Students have relied heavily on teacher support.
These students recognise key features of Latin and respond to familiar words with strong
support from the teacher. This stage is characterised by a focus on the power of language to
express ideas and to have fun discovering words that connect languages.
Students select some words, phrases and symbols that convey specific meaning in Latin and
copy them from a text. They are aware that patterns are a key aspect of language learning.
They recognise that language is a means of communication for meaning and understanding.
Consequently they are becoming familiar with the role of context, audience and purpose in
language acquisition.
Students are beginning to identify the application of Latin in modern languages and can
appreciate some aspects of the ancient Roman world.
Stage 2
Students of Latin who have progressed through Stage 2 have developed an interest in
exploring the world beyond their own experience and background. They generate questions
for themselves and use a range of resources to seek the answers to such questions. They build
upon their immediate awareness of the existence of languages and cultures other than their
own and those of their friends and classmates. This growing awareness and desire to explore
beyond their immediate experience will foster a developing respect for and understanding of
the diversity and commonality that exist among cultures.
57
Students at Stage 2 are able to translate phrases and simple sentences in Latin, but rely heavily
on modelling, rehearsal and teacher support. They begin to develop an understanding of the
structure of Latin as well as a greater understanding of the way languages work as systems.
Students have been provided with reading material and have engaged in translation tasks
appropriate to their age.
At this stage there is a focus on listening and responding to Latin. Students are still reliant on
familiar and modelled patterns and may use these to translate words, phrases or simple
sentences. They have benefited from the opportunities to participate in practical activities and
enjoy demonstrating what they know and can do in Latin.
Students are developing awareness of and some knowledge in identifying the application of
Latin to modern languages as well as an understanding of the culture of the ancient Roman
world.
Stage 3
Students of Latin who have progressed through Stage 3 have developed an understanding of
the values and practices of their own and other cultures. Students investigate various aspects
of cultural and language practices and record and present them using a variety of
communication strategies. Students have become aware of ways in which languages and
cultures have evolved historically. Their awareness and desire to explore beyond their
immediate experience have helped them to appreciate the diversity and commonality that
exist among cultures.
Through a greater understanding of language systems, students at this stage are more
confident in their ability to translate short passages of Latin, while still using the modelling
and rehearsal that have been characteristic of their prior learning. Students are able to read
Latin in familiar situations. They understand and respond to short texts based on simple
language structures set in familiar contexts. They analyse simple sentence structures which
include an increasing number of features of language.
Students are able to identify patterns and features of Latin by making comparisons with
English and other modern languages and to understand and appreciate the influence of ancient
Roman culture on modern cultural practices. They can research and report on cultural
practices through the use of multimedia.
As a result of progressing through Stage 3, students are well placed to continue their study of
language and can articulate what they have learnt in ways appropriate to their age.
Stage 4
Students of Latin who have progressed through Stage 4 have discovered the relationship
between the modern world and the world of ancient Rome.
Students have gained experience in finding English derivatives from Latin words, and can
deduce the meanings of formal and technical English words by referring to their Latin roots.
They have observed the similarities between Latin and its modern descendants, including
English, Spanish, Portuguese, Italian and French. They have become more confident in using
dictionaries and are becoming familiar with grammar and syntax.
58
Students understand passages of Latin that contain learnt structures and familiar vocabulary.
They also draw on their prior knowledge of text organisation and language features to make
sense of unfamiliar texts. They have understood and absorbed the conventions of a highly
inflected language, observing the similarities and differences between Latin and modern
English. Students are beginning to use metalanguage to explain grammatical features and
structures and have an improved understanding of the way English works as a system.
Students are aware of the aural impact of the language and the importance of correct phrasing
and expression to convey meaning.
Students have learnt about significant cultural features of the ancient Roman world, and can
recognise similar features in their daily lives. This provides students with a knowledge of the
context within which the Latin language was spoken and written.
Students are also becoming familiar with the literature and mythology of the ancient Romans
and have enjoyed stories that are basic to Western literature, art and theatre. They understand
many of the references to ancient Roman mythology that appear in modern literature and
other media.
Students at Stage 4 are conscious of the impact of cultural, social and linguistic aspects of
their study of Latin on modern day society.
Stage 5
Students of Latin who have progressed through Stage 5 have developed and extended their
understanding of ancient Roman language and culture and are able to appreciate ancient
Roman literature in its original language. In a wider application of their language studies, they
are able to articulate ways in which languages work as systems and their enhanced literacy
skills enable them to compare English and Latin. Because of their increased experience of the
language and culture, students have developed a greater respect for and appreciation of the
people, traditions and ways of life of the ancient Roman world.
Students have learnt the features and structures of complex Latin sentences. They read and
respond to extended passages of Latin and translate them into fluent and idiomatic English.
They have extended their knowledge of familiar words and have learnt to select appropriate
vocabulary in translating. They have learnt to deduce the meaning of unfamiliar words by
manipulating their prior knowledge.
Students have expanded their knowledge of the culture of the ancient Roman world and have
learnt to identify, explain and discuss references to cultural, social and historical features of
the ancient Roman world. They are able to apply the knowledge of these references to
enhance their understanding of passages of Latin.
Students at Stage 5 are conscious of the ways in which their study of Latin and the culture of
the ancient Roman world can be applied to many other parts of the curriculum.
59
10 Assessment
10.1 Standards
The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that

describes, through syllabuses and other documents, the expected learning outcomes for
students.
Standards in the framework consist of two interrelated elements:

• outcomes and content in syllabuses showing what is to be learnt
• descriptions of levels of achievement of that learning.
Exemplar tasks and student work samples help to elaborate standards.
Syllabus outcomes in Latin contribute to a developmental sequence in which students are

challenged to acquire new knowledge, understanding and skills.
The standards are typically written for two years of schooling and set high, but realistic,
expectations of the quality of learning to be achieved by the end of Years 2, 4, 6, 8, 10 and 12.
Using standards to improve learning

Teachers will be able to use standards in Latin as a reference point for planning teaching and
learning programs, and for assessing and reporting student progress. Standards in Latin will
help teachers and students to set targets, monitor achievement, and, as a result, make changes
to programs and strategies to support and improve each student’s progress.
10.2 Assessment for Learning
Assessment for learning in Latin is designed to enhance teaching and improve learning. It is
assessment that gives students opportunities to produce the work that leads to development of
their knowledge, understanding and skills. Assessment for learning involves teachers in
deciding how and when to assess student achievement, as they plan the work students will do,
using a range of appropriate assessment strategies including self-assessment and peer
assessment.
Teachers of Latin will provide students with opportunities in the context of everyday
classroom activities, as well as planned assessment events, to demonstrate their learning.
In summary, assessment for learning:

• is an essential and integrated part of teaching and learning
• reflects a belief that all students can improve
• involves setting learning goals with students
• helps students know and recognise the standards they are aiming for
• involves students in self-assessment and peer assessment
• provides feedback that helps students understand the next steps in learning and plan how
to achieve them
• involves teachers, students and parents in reflecting on assessment data.
60
Quality Assessment Practices
The following Assessment for Learning Principles provide the criteria for judging the quality
of assessment materials and practices.
Assessment for learning:

• emphasises the interactions between learning and manageable assessment strategies
that promote learning
In practice, this means:
− teachers reflect on the purposes of assessment and on their assessment strategies
− assessment activities allow for demonstration of learning outcomes
− assessment is embedded in learning activities and informs the planning of future
learning activities
− teachers use assessment to identify what a student can already do.
• clearly expresses for the student and teacher the goals of the learning activity
− students understand the learning goals and the criteria that will be applied to judge the
quality of their achievement
− students receive feedback that helps them make further progress.
• reflects a view of learning in which assessment helps students learn better, rather
than just achieve a better mark
− teachers use tasks that assess, and therefore encourage, deeper learning
− feedback is given in a way that motivates the learner and helps students to understand
that mistakes are a part of learning and can lead to improvement
− assessment is an integral component of the teaching-learning process rather than being
a separate activity.
• provides ways for students to use feedback from assessment

− feedback is directed to the achievement of standards and away from comparisons with
peers
− feedback is clear and constructive about strengths and weaknesses
− feedback is individualised and linked to opportunities for improvement.
• helps students take responsibility for their own learning

− assessment includes strategies for self-assessment and peer assessment emphasising
the next steps needed for further learning.
• is inclusive of all learners

− assessment against standards provides opportunities for all learners to achieve their
best
− assessment activities are free of bias.
61
10.3 Reporting
Reporting is the process of providing feedback to students, parents and other teachers about
students’ progress.
Teachers can use evidence gathered from assessment to extend the process of assessment for
learning into their assessment of learning. In a standards-referenced framework this involves
teachers in making professional judgements about student achievement at key points in the
learning cycle. These may be at the end of a year or stage, when schools may wish to report
differentially on the levels of knowledge, understanding and skills demonstrated by students.
Descriptions of levels of achievement for Stage 4 and Stage 5 in Latin have been developed to
provide schools with a useful tool to report consistent information about student achievement
to students and parents, and to the next teacher to help to plan the next steps in the learning
process. These describe observable and measurable features of student achievement at the end
of a stage, within the indicative hours of study. Descriptions of levels of achievement provide
a common language for reporting.
At Stage 5 there are six levels of achievement. Level 6 describes a very high level of
achievement in relation to course objectives and outcomes. Level 2 describes satisfactory
achievement, while the level 1 description will help identify students who are progressing
towards the outcomes for the stage.
At the end of Year 10, teachers of Latin Years 7–10 will make an on-balance judgement,
based on the available assessment evidence, to match each student’s achievement to a level
description. This level will be reported on the student’s School Certificate Record of
Achievement.
At Stage 4 there are four levels of achievement. Level 4 describes a very high level of
achievement; levels 2 and 3 describe satisfactory and high achievement that should provide a
solid foundation for the next stage of learning. The level 1 description will help identify
students who are progressing towards the outcomes for the stage.
For students undertaking Life Skills outcomes and content in Years 7–10, the content listed
for each identified Life Skills outcome forms the basis of the learning opportunities for these
students. It also provides examples of activities on which teachers can base judgements to
report student progress in relation to individual learning goals.
62
10.4 Choosing Assessment Strategies
Planning for assessment is integral to programming for teaching and learning. In a standards-
referenced framework, teachers assess student performance on tasks in relation to syllabus
outcomes and make on-balance judgements about student achievement. Assessment relies on
the professional judgement of the teacher and is based on reliable data acquired in a fair and
challenging environment, from multiple performances in a variety of contexts. Assessment is
fundamental for furthering student learning.
In planning programs, teachers, individually and collaboratively, review the syllabus and
standards materials. They use these materials to describe for themselves what students should
know and be able to do at a particular stage, and they consider the kinds of evidence their
students could produce to show they have learnt what they needed to learn.
Students are provided with a description of the learning expected to be accomplished,

opportunities to discuss the criteria on which judgements will be based, time to learn, and
where possible, examples of what that learning looks like.
Assessment is used to determine the students’ initial knowledge, understanding and skills, to
monitor student progress and to collect information to report student achievement. The
assessment cycle is continuous; students receive and give themselves feedback on what they
have learnt, and what needs to be done to continue their learning. Students gain information
about their learning through feedback from teachers and from self-assessment and peer
assessment. The challenge and complexity of assessment tasks increase to enable students to
develop evaluative independence as they assess their own knowledge, understanding and
skills, and determine ways to improve their learning.
Teachers of Latin should employ a range of assessment strategies to ensure that information is
being gathered regarding the knowledge and understanding that are being acquired, and the
skills that are being developed. Strategies should be appropriate to the outcomes being
addressed, be manageable in number and be supportive of the learning process. Teachers
could work collaboratively in planning appropriate assessment strategies. Working
collaboratively leads teachers to develop a shared understanding of the syllabus standards and
also supports teachers in making consistent and comparable judgements of student
achievement in relation to these standards.
In planning for assessment in Latin it is important for teachers to consider:

• the requirements of the syllabus
• the accessibility of the proposed activity in terms of language requirements
• the appropriateness of the challenge presented to individual students
• resource availability
• how the task will be administered
• the way in which feedback will be provided.
In planning for assessment, teachers of Latin need to consider how results will be recorded,
with a view to ensuring that there is sufficient and appropriate information collected for
making an on-balance holistic judgement of the standard achieved by the student at the end of
the stage. The evidence collected should enable teachers of Latin to make consistent
judgements to meet the various reporting requirements that the system, school and community
may have.
63
Latin particularly lends itself to the following assessment techniques:
Translations
Assessment activities might include drafts and completed versions of translations of Latin
passages into English and translations of extended passages of Latin into English.
When this technique is used for assessment purposes students could be assessed on their
ability to:
• demonstrate knowledge of vocabulary and structures
• deduce meaning of unfamiliar vocabulary
• organise structures to develop a fluent English translation
• demonstrate knowledge of the tone and style of the passages.
Responses to stimulus material

Assessment activities might include reading extended passages of Latin for meaning,
analysing grammatical features and structures of Latin sentences, analysing the features of
words in Latin sentences and responding to the tone of a passage.
ability to:
• locate main ideas and significant words
• identify purpose and distinguish between main and subordinate clauses
• identify and explain grammatical structures used for a specific purpose.
Inquiry-based research assignments and projects

Assessment activities might include development of multimedia, texts and presentations about
key features of the culture of the ancient Roman world.
ability to:
• collect and interpret information drawn from the internet, CD-ROMs and the library
• summarise information and ideas
• present material in diverse ways.
Peer assessment
The study of Latin encourages the active involvement of students in the learning process.
Opportunities exist for individual and collaborative work. Activities involving peer
assessment might include evaluating the contribution of individuals to a group task and
reflecting on a peer presentation.
Self-assessment
In the study of Latin students are encouraged to acquire basic skills to become self-directed
learners. Opportunities exist for students to reflect upon their progress towards the
demonstration of the syllabus outcomes. This reflection provides the basis for improving their
learning. Developing self-assessment skills is an ongoing process, becoming increasingly
more sophisticated and self-initiated as a student progresses.
64
11 Glossary
cross-cultural relating to the influence of diverse cultures on one another
culture the social practices of a particular people or group, including shared

language, beliefs, values, knowledge, customs and lifestyle
ellipsis omission of a word
metalanguage the language used to describe and discuss language (eg the language
of grammar)
mnemonic intending to assist memory (eg a rhyme or a formula)
multimedia the combined use of media such as text, graphics, music, voice for
communication purposes (eg in CD-ROMs, DVDs, videos, computer
software)
orthography the correctness of spelling
paralanguage the systems of sounds and body language we use to express ourselves
and to communicate with others, either in addition to or instead of
words (eg using hands while talking, facial expressions, tone of voice)
realia objects, artefacts, concrete examples of daily life
register the use of language in a text appropriate for its purpose, audience and
context. A register suited to one kind of text may be inappropriate to
another
scaffold a framework, pattern or model to support the production of original

text
sense of identity an awareness of being an individual and a member of a group/groups,

determined by characteristics, features or circumstances
symbols letters, characters, marks, accents etc used to represent the written
language; identifiable aspects of culture such as flags, artefacts,
emblems, costumes, landmarks
text the actual wording of anything written or spoken
texts communications of meaning produced in any medium that

incorporates language, including sound, print, film, electronic and
multimedia representations. Texts include written, spoken, nonverbal
and visual communication of meaning. They may be extended unified
works or series of related topics
youth culture the shared beliefs, values, knowledge, creative activities, customs and
lifestyle of groups of young people within societies
65

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ISBN 1 7409 9336 5

1.1 The K–10 Curriculum

1.2 Students with Special Education Needs

Access to Life Skills outcomes and content in Years 7–10

Life Skills assessment

Assessment should provide opportunities for students to demonstrate achievement in relation

‘… achieving proficiency in other languages is one of the great learning

3 The Place of the Latin K–10 Syllabus in the Languages

Parameters of the pathways

The pathways are based on the assumptions that:

judgement of teachers is crucial in determining the learning opportunities that should be

Pathway B is an opportunity to build language programs that encourage students to develop

Objective – Using Language

Objective – Making Linguistic Connections

Objective – Moving Between Cultures

Stage 1 (including Early Stage 1)

Using Language A student:

Using Language A student:

Using Language A student:

Using Language A student:

Using Language A student:

Using Language A student:

7.1 Organisation of Content

Essential Content in Stage 4 and Stage 5

Additional content is neither essential nor a prerequisite for further study.

Extension Outcomes and Content

Information and Communication Technologies (ICT)

In K–6, ICT skills to be learnt and developed are:

Work, Employment and Enterprise

In K–6, the skill to be learnt and developed is:

In the 100-hours mandatory study, skills to be learnt and developed are:

In the elective course, the skill to be learnt and developed is:

Civics and Citizenship

In K–6, skills to be learnt and developed are:

In the elective course, skills to be learnt and developed are:

Difference and Diversity

In K–6, skills to be learnt and developed are:

In the 100-hours mandatory study, skills to be learnt and developed are:

In the elective course, skills to be learnt and developed are:

In K–6, the skill to be learnt and developed is:

In the elective course, the skill to be learnt and developed is:

In K–6, skills to be learnt and developed are:

In the 100-hours mandatory study, skills to be learnt and developed are:

In the elective course, the skill to be learnt and developed is:

In K–6, skills to be learnt and developed are:

In the 100-hours mandatory study, skills to be learnt and developed are:

In the elective course, the skill to be learnt and developed is:

In K–6, the skill to be learnt and developed is:

In the 100-hours mandatory study, skills to be learnt and developed are:

In the elective course, skills to be learnt and developed are:

7.2 Content for Stage 1 (including Early Stage 1)

Stage 1 – Using Language

Reading and Responding

Outcome 1.UL.1: A student reads aloud words in Latin.

Outcome 1.UL.3: A student demonstrates developing skills in translation by recognising and

Stage 1 – Making Linguistic Connections

Outcome 1.MLC.1: A student recognises the variety of language systems.

Outcome 1.MLC.2: A student explores ways in which meaning is conveyed in Latin.

Stage 1 – Moving Between Cultures

Outcome 1.MBC.1: A student demonstrates awareness of cultural diversity.

7.3 Content for Stage 2